The majority of research into motor learning so far has pointed out the fact that the level of motor skills development results in improved learning of new motor knowledge, which means that the ability to quickly learn new motor knowledge is directly dependant on the number and quality of previously learned motor programmes (Sekulić and Metikoš, 2007). It has thus far been determined that previously learned motor knowledge can be considered a basis for further improvement of all other motor programmes. This is why it is extremely important to develop proper and multi-faceted motor skills in preschool children so that solid foundations for the further development of new motor knowledge can be developed (Morgan et al., 2013). In addition, it has also been determined that a proper influence on motor skills will also be influential in maintaining a healthy body weight, which directly benefits the health of children (Figueroa, 2016). The aim of this dissertation is to test the differences in the development of motor skills and the speed and quality of learning new motor skills and the motor skill levels in preschool children who have different levels of experience in participating in an organised kinesiological programme. Within one kindergarten, a total of 161 children (74 boys and 87 girls), with an average age of 73 months (SD 7) and ranging from 58-90 months of age participated. They were divided into four separate groups based on their experience in participating in an organised kinesiological programme: group G1 (0 years), G2 (1 year), G3 (3 years) and G4 (4 years). At the time of testing children from the G4 group had 470 hours of previous participation in an organised kinesiological progamme, children from the G3 group had 350 hours, children from the G2 group had 120 hours, while group G1 consisted of children without previous experience of participating in an organised kinesiological programme. The short form the Bruininks – Oseretsky Test (BOT2) was used to test the children’s motor skills. After testing their motor skills, all the children participated in a new 7-week kinesiological programme during which they acquired new motor knowledge which was previously unknown to them. Observation and assessment of the speed in which the children learned new motor knowledge was conducted via an expert evaluation and then via subsequent video analysis and motor knowledge evaluation, based on previously defined criteria. Using video analysis it was determined at which point did a child reach the movement acquisition (learning) and the preliminary consolidation phase of the new movement learning process and after the learning process was over the quality of the motor knowledge performance was graded on a scale of 1 to 5, with 1 being the lowest grade, and 5 being the highest grade. In line with the first goal of the research, a One-Way Analysis of Variance has shown that a different previous experience of participation within the groups which had been part of groups with organised physical exercise (G2, G3 and G4) had a positive influence in the development of motor skills, unlike the results of children in group G1, which had not been previously involved in any physical exercise programme. As to the second goal of the research, results have clearly shown that children who had participated in an organised kinesiological programme the longest consistently learned new motor knowledge both quicker and better. Insofar as the third goal of the research is concerned, a correlation analysis has confirmed a statistically significant positive connection between the speed of learning all new motor knowledge and motor skills. Results of the research provide information which can help create new future curricula for physical exercise and their validation. In addition, they clearly contribute to a better understanding of the processes of learning motor knowledge and can this improve the methodical approach to teaching children.